...20 Self-Reflection As they are intervening in complex human systems, capacity-development practitioners need to be flexible, adaptable and willing to learn from what they do. An important source of learning in real time is the processes and results of monitoring and evaluation (M&E). Bruce Britton explains M&E activities as they are commonly pursued and explores creative ways in which practitioners can use them for personal learning and selfreflection. He also provides suggestions on how this can be done under non-conducive organizational conditions. Monitoring and Evaluation for Personal Learning Bruce Britton By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest. (Confucius) Introduction Capacity development practitioners collaborate in efforts to improve the capabilities of complex human systems that operate and connect at different levels. First and foremost, capacity development is a process based on the assumption that better understanding and knowledge will bring about change. Also, the planning for capacity development interventions typically rely on variations of the Logical Framework Approach (LFA), which encourage careful thinking about expected outcomes and impacts. By its very nature LFA assumes that intended results of an initiative can be established in advance because the path that a capacity development process will take can be adequately...
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...Critically discuss the importance of reflection in the practice of management Student ID:20583416 Course: The reflective manager (MD4046) Lecturer: Dr. Elias Hadjielias Fall 2012 Assignment no. 1 Table of Contents Introduction Page 1.1 General Introduction to Reflection 3 1.2 Objectives and Purpose of the essay 3 Main Body 1.3-1.6 Review of Literature 3-4 1.7 Personal opinion of the writer 4 1.8 A practical example of Reflection in a certain case 4 1.9 Recommendations from the writer 5 Conclusion 2.0 Summary pg.3 5 2.1 References ...
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...Definition of Reflective Practice Reflective practice is a way of studying your own experiences to improve the way you work (Deakin, 2010) Reflective practice highlights the importance of learning from experiences after thinking about it and relates the practical experiences to the theoretical learning approaches (Oxbridgewriters, 2011). Definition Cont’d It is a process by which practitioners focus on how they interact with their colleagues and environment in order to obtain a clearer picture of their own behaviour, thus building on existing strengths. Reflective Practitioner is usually engaged in some kind of activity (often professional) which they can use to reflect on their strengths, weaknesses and areas for development (Somerville & Keeling, 2004) Definition Cont’d Critical reflection includes questioning routines, habitual practice, challenging “conventional wisdom”, being able to ask others and ourselves “why-type” questions . Such as: 1What is my nursing care like? 2 Why is it like this? 3 How has it come to be this way? 4 What aspect of it would I like to improve? 5 Whose interest are being served (or denied) by my job? (Scribid, 2010) Benefits of Reflective Practice Increases confidence and allows one to become a more proactive professional; Improves the quality of care given and close the gap between...
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...Reflective practice is an approach widely adopted by professionals in evaluating their practice, particularly in nursing and health care (Kenworthy et al 2002). Reflection is a necessary process in order to comply with Post-registration education and practice (PREP), continuing professional development standard, as required by the NMC (2006). Reflection can therefore be regarded as a fundamental process for all professionals registered within the NMC. This essay specifically focuses upon reflection in relation to the student Specialist community public health nurse (SCPHN). Reflective practice in nursing can be guided by models of reflection. Using a model or framework can be beneficial in aiding practioners and students of nursing and health care to, reflect upon incidents, and critically analyse those incidents, therefore helping the practioner to learn and move on (Ashby 2006). This essay aims to explore the concept of reflection. It will discuss and critically analyse Gibbs (1998) theoretical model of reflection whilst also considering other models and their use in relation to the role of a student SCPHN working within a children and family community setting. Reflective practice is not a new concept. It originated in the 1930's from work carried out by American educationalist John Dewey. Dewey (1933) developed the idea of reflection as a way of learning in education. This idea has since been drawn upon in the works of many others; Schon (1983) similarly highlights the...
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...Project [pic] Applied Degree Concept Paper Template The Graduate School Version: January 2013 © Northcentral University, 2013 Educators’ Attitudes and Perceptions of Inclusion Model: A Comparison Including Students with Mild, Moderate, and Severe Disabilities Concept Paper Submitted to Northcentral University Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION by Teriann S. Nash Prescott Valley, Arizona May- June 2014 Table of Contents Introduction 1 Statement of the Problem 1 Purpose of the Study 2 Research Questions 3 Hypotheses 4 Definition of Key Terms 5 Brief Review of the Literature 5 Summary 7 Research Method 7 Operational Definition of Variables 9 Measurement 10 Summary 11 References 12 Appendix A: Annotated Bibliography 13 Introduction Inclusion is the current terminology (replacing mainstreaming and integration) that is used to describe a classroom where students with and without disabilities learn together. According to Georgiadi, Kalyva, Koukoutas, and Tsakiris (2012), “Inclusion is defined as access to mainstream settings, where children with special educational needs are educated together with their typically...
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...24th October 2013 Reflective Practise Piece Description The patient was attending, on her own, a 60 minute consultation with the resident Hearing Aid Audiologist. The lady came to us having been recommended by word of mouth by family and friends. She had been tested 6 months ago by another Specsavers Hearing practice, so access to a previous audiogram revealed a mild to moderate sensorineural hearing loss. No other case notes were available at the time of the consultation. Key Issues The key issues I found particularly interesting were: 1 Communication between the patient and the audiologist 2 Impact of case history forms 3 Hearing loss stigma Reflection and Influencing Factors According to Maltby (2009) client –centred problems solving is the most widely used approach to adult aural rehabilitation. I was keen to observe the rehabilitative process and reflect on its benefits. The audiologist was informed of the arrival of the patient and called the patient through to the consultation room. Formal introductions were made. Although the patient had previously had a hearing test, she seemed uneasy and a little tense. The audiologist explained the consultation process so the patient would feel more relaxed about the test. The standard questions from the case history forms were asked and during the case history the patient started to relax and made much more eye contact with the audiologist. When asked if she felt she had a hearing problem she...
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...[pic] Reflective Practice EDU 2071-N Critically Evaluating Reflective Practice. Leigh William Adams. M1106275 D.O.S: 10/12/2015 Word count: 2000 Introduction. This essay will look at the use of reflective practice in a vocational construction setting, it will look at various practitioners’ theories and how they may be implemented into the current strategy. Reflective practice can be an essential tool in vocational based professional learning settings where people learn from their own experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the milieu of their work. The essay will also look at the use of reflective practice with learners at a behavioural school. Each section will cover different topics, section one will cover the understanding of critical reflection, section two will show how critical reflection is used for behaviour, section three shows its use in the construction industry and section four will briefly cover other authors and their respective models. Section 1. In order to be effective teachers must be reflective; they must continuously review their practice, discuss it with their colleagues, consider their learners’ responses and seek to develop...
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...CACHE ASSIGNMENT E1 : Describe how pre-school settings can create an inclusive culture for children with disabilities and special educational needs An inclusive practice is one that accepts the social model of disability and reflects it in everyday practice by ensuring all children and parents* are accepted, valued, treated with equal regard and given the support they need. An inclusive setting must make everyone feel welcome and members of staff must be open minded, never make assumptions, label anyone and use the correct language when referring to children with disabilities or SEN. The setting must abide by the relevant laws and legislations such as the Educational Needs and Disability Act 2001, the SEN Code of practice 2001 and the UNRC. These laws must be reflected in the schools policies regarding children with disabilities and SEN. The setting must provide all the resources to implement their SEN Policy and strive to remove any barriers which may prevent children from reaching their full potential. Practitioners must be trained in supporting parents and children with SEN and disabilities and training for practitioners must be ongoing in order to further their development. Practitioners must be able to use reflective practice and reflect on how they do things within the setting, be open and honest about working with all children to ensure that individual needs are being met. An inclusive setting must work together with parents to create and maintain a positive partnership...
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...elements Correct Answer: Identical elements • Question 2 0 out of 5 points Trainees with _______ learning style remember material best if they are given the opportunity to think about the new information before discussing it with others. Answer Selected Answer: Active Correct Answer: Reflective • Question 3 5 out of 5 points The process of relapse prevention was Answer Selected Answer: More effective when combined with goal setting. Correct Answer: More effective when combined with goal setting. • Question 4 5 out of 5 points “…. read an altimeter with an error of no more than 5 feet” is an example of what part of a learning objective? Answer Selected Answer: Standard Correct Answer: Standard • Question 5 5 out of 5 points ____________ learners like to learn facts and solve problems using well-tested methods. Answer Selected Answer: Sensing Correct Answer: Sensing • Question 6 5 out of 5 points _____ is particularly valuable for tasks that are not used frequently or if the opportunity to practice them is limited. Answer Selected Answer: Over learning Correct Answer: Over learning • Question 7 5 out of 5 points Expectancy 1 is the belief that Answer Selected Answer: Effort will lead to desired performance. Correct Answer: Effort will lead to desired performance. ...
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...Unit 8: Reflective Play work Practice Know how to work with children and young people to create play spaces Introduction Without creativity, it would be difficult to distinguish humans from other animals. Creativity leads to a fuller more satisfying life. Without creativity, mankind would not progress. Being in the right place at the right time is an important part of creativity. But to know that one is indeed staring at an opportunity needs a prepared mind. Many people never realise that they are surrounded by favourable circumstances and even fewer know what to do when the realization hits them. When we use the term creativity, different images come to our mind. There are bright persons who express unusual...
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...A1 - Course Description: The introduction to Consumer Lending Course is designed for Financial/Credit Service staff that has limited or no experience in consumer lending and requires new and practical knowledge in Consumer Lending & Interviewing. This 7 hour full day session will equip you with the theory, knowledge and skill to provide yourself to conduct a proper lending experience for your members/clients. Strength of this course is to provide the best service to your member/client and the ability to apply this to your every day consumer lending environment. Trainees: 25 Financial/Credit Service Staff Members Time: 9 a.m to 5 p.m | * A2 – Course Outline: Time | Module Title | Module objective/s | 9:00AM – 9:30AM | Introduction * Trainer & Trainee Introductions * Housekeeping rules * Agenda | Trainer will begin by introducing herself with trainees introduction of themselves with a brief description so they are familiar with who they will be working with. | 9:30AM – 10:30AM | Module 1 - Retail Lending -Introduction to the Loan Portfolio, the definition, profitability, cross selling, 8 C’s of Credit & matching. | Trainees will listen closely to the topics discussed by taking notes of the 8 C’s of Credit. | 10:30AM – 10:45 | BREAK | BREAK | 10:45AM – 11:15 | Trainer will begin describing the lending process and reviewing the list of responsibilities assigned as a member consultant/lender. As a short group...
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...(for use in the classroom only) ISSUES RELATING TO ADULT LEARNING Learning is the basic objective of all the training and development activities. If people have not learnt what they were suppose to learn from a HRD program; then the program should be called as a failure. It is, therefore, very important for HRD professionals to understand the major concepts and research findings related to learning. Learning may be defined as the process of acquiring, assimilating, and internalizing inputs for their effective and varied use when required, leading to an enhanced capability for further self monitored learning. It is any relatively permanent change in behaviour that occurs as a result of experience. The change often is an increased capability for some type of performance. Basic learning styles of the participants Every individual has a unique way of gathering, absorbing, processing and internalizing inputs for learning purpose. This constitutes an individual’s learning style. It must, however, be remembered that the learning style of an individual is neither always explicit nor enduring. An individual modifies it in light of the situations and experiences. Even in a training program, a participant may change the learning style, depending on the opportunities available for learning. It may be noted that a participant's learning style is not necessarily a measure of his/her intellect and learning abilities. It only suggests a preference for the manner in which...
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...NURSING REFLECTIVE PRACTICE USING JOHN’S REFLECTIVE MODEL: On a particular occasion during my placement in a surgical and medical ward at a local hospital, I had been buddied with a nurse for an evening shift. We had just had handover from the nurse on the previous shift and among the information handed-over, the patient, in addition to her current diagnosis, also had a history of other co-morbid diseases including heart and blood pressure abnormalities. As such, she was on a number of heart regulating medications which included some beta blockers. As part of time management, we went through the patient's care plan and medication charts to determine what needed to be done and at what time regarding this patient. This guided how we were to execute care during the shift and in a timely manner. Her care plan had indicated that the patient's observations were to be done TDS (three times a day) It was during this process that we decided that it was not necessary, at this point, to take the patient's vital signs as these had been done just a few hours before we had started. When the time for the medication round came, we went to the patient's bed side drawer to collect and give her her medications following the seven rights to medication administration. As a result of our earlier time plan, we did not take her observations. Somehow, the patient asked us curiously why we were not taking her reading as, previously and always before, other nurses seemed to take her readings...
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...Handbook for RCOG Trainers July 2011 Contents Introduction Section 1: Introduction to RCOG educational roles 1.1 College Tutor 1.2 Educational Supervisor 1.3 ATSM Director 1.4 ATSM Preceptor 1.5 ATSM Educational Supervisor 1.6 Deanery Ultrasound Co-ordinator 1.7 Ultrasound Educational Supervisor 1.8 Subspecialty Training Programme Supervisor (STPS) 4 5 5 7 8 10 12 13 15 16 Section 2: Structure of postgraduate education 2.1 The curriculum 2.2 Postgraduate training, assessment and appraisal 2.3 Annual review of training 2.4 RCOG forms for appraisal 2.5 MRCOG examinations 2.6 DRCOG examination 18 22 25 30 31 32 34 Section 3: Managing local/regional education 3.1 Guidance for dealing with the poorly performing trainee 3.2 Regional education 3.3 Welcoming the new trainee 3.4 Training needs for trainers 3.5 Top tips for College Tutors and Educational Supervisors 35 35 36 39 39 40 2 Section 4: Resources 4.1 Bibliography for medical education 4.2 List of educational resources 42 42 42 Section 5: Appendices 5.1 Appendix 1: Sample letter of welcome 5.2 Appendix 2: Example of introductory programme 45 45 47 3 Introduction The delivery of training and education is a core responsibility for the National Health Service (NHS). The General Medical Council sets the standards for undergraduate and postgraduate medical education and works with the Colleges to determine the curriculum, assessments and implementation. The Royal College of Obstetricians...
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...Marketing task As I stated on the phone, nominal marketing will be a peripheral aspect of the position. While I do not expect a formal marketing proposal, I am looking for someone that can think outside the box and help me to grow the practice through various marketing tools, as well as manage the day to day scheduling and office duties more typical of an administrative assistance. I recognize that I am asking the person that assumes this position to wear multiple hats, mostly because I have been wearing those multiple hats myself for the past 9 years of my independent practice. I have included some basic information about my practice, applications of my services, as well as typical fees for service. Think outside the box and be creative in developing a few potential marketing strategies that you think might work well for my practice. Please recognize that I am critiquing you more on work product (accuracy of information and thoughtfulness of proposals, along with your creativity) in addition to your writing and organizational skills on this exercise. I look forward to seeing what you develop and to meeting you during our interview time next week. My practice is typically composed of 10-12 sessions per week. Sessions are a mixture of individual, couples, and family sessions. I am looking to develop a greater basis for psychological evaluations and potential forensic involvement in custody evaluations for divorcing families. I have developed evaluations that focus on...
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